A Study Of Chinese Educational Game Design For The U.S. Secondary

From fall of2012to spring of2013, the author has been teaching Chinese as aforeign language at a secondary school in the U.S. for eight months. The students inher class were twenty tenth graders (tenth grade equals to sophomore in Chinese highschools). On one hand, the students were very out-going Americans. On the otherhand, their behaviors reflected features of teenagers who are experiencing theirpuberty. So many unexpected situations took place in the Chinese class occasionally,and the circumstance provokes the author to study and discover the possibilities ofdesigning and applying games for Chinese teaching. The paper starts with anintroduction summarizing the theoretical foundation of using games in Chineseteaching. The author then introduces the educational system in the U.S. and describesthe specific situation of the secondary school and the students she taught. In addition,the paper lists fifteen Chinese games which have been applied successfully in theteaching situation mentioned.